Educational Environment of Safety, Acceptance, Respect

Policy

In addition to the physical environment, as a learning community we promote a learning and working environment that is safe, respectful and accepting.  We commit to inclusivity, equity, diversity, and belonging within educational programmatic offerings as well as within the administrative, contractual and relational domains of SelfDesign Learning Community.

In SelfDesign, each human arises as legitimate in the domain of love. A positive environment protects and promotes the dignity, worth, and human rights of every person and supports mutual respect and cooperation among individuals.

Specifically, we commit to creating and promoting environments that support non-violence, safety, acceptance, respect, inclusivity, equity, diversity, and belonging with regard to race, religion, colour, national origin, culture, ancestry, medical condition, abilities, marital status, age, sexual orientation, sex, gender identity, or any area where discrimination, prejudice or intolerance can occur.

We strive to become aware of and commit to the elimination of all forms of systemic oppression, including racism, sexism, ableism, and other forms of discrimination and prejudice by its board members, contractors, learners, parents, or any persons directly or indirectly associated with SelfDesign Learning Community.

Procedures

How we promote an environment of safety, acceptance and respect:

  1. Creating an educational program, based on SelfDesign philosophy and values, which welcomes diversity in the following ways:
    • Educational equity through the provision of quality programs for all learners regardless of their race, colour, ancestry, national or ethno-cultural origin, religion or socioeconomics or any other aspect of identity where discrimination, prejudice or intolerance can occur.
    • Diverse voices and perspectives included in content, programming and resources.
    • Universal Design for Learning is utilized in the development and implementation of programmatic offerings.
  2. Clear Program Agreements which form the basis of mutual understanding and respect for roles within the educational program.
  3. Weekly contact between families and educators, where:
    • The learner and family are acknowledged as legitimate in their unique expression of their learning.
    • Core competencies are incorporated ongoingly to promote connected, respectful communications.
  4. Learners, parents/guardians, educators and contractors are supported by the policies of Bullying and Harassment Prevention, SelfDesign Procedural Fairness, Privacy, Acceptable Use, Electronic Supervision and Communication, which outline:
    • Clear procedures for identifying, reporting and resolving incidents of racism, oppression, bullying and harassment.
    • Support networks such as Contact Assistance Team, Family Services, SE Services, Educator Services.
    • Restorative model of conflict resolution.
  5. ERASE training  has been completed by appropriate contractors, including the Principal; ERASE training is available to all contractors.
  6. In-person gatherings are created and facilitated by SelfDesign educators, certified BC teachers, and personnel who all have up-to-date Criminal Records Checks and First Aid in place.
  7. Contractors and educators acquire the necessary knowledge, skills, and attitudes to identify and respond effectively to oppression in any form.
    • Educators have access to online training, theme-based conversations and support materials which foster the development of SelfDesigning principles and praxis in the areas of self-reflection, respect, inclusivity, nonviolent communication, conflict resolution and anti-bullying efforts.
  8. Community-wide communications such as Bulletins are aligned with SelfDesign Description and other documents which communicate the foundational ideas and strategies of SelfDesign as a school authority.
  9. Educators are provided with updates to policies as well as information and guidelines from authorities such as the Ministry of Education and Child Care, Teacher Regulation Branch, Federation of Independent Schools (FISA), ERASE Bullying and other pertinent newsletters and announcements pertinent to the role of the SelfDesign educator.
  10. Educators are certified BC teachers and are held to B.C. teacher standards
  11. Postings for new contractors encourage applications from members of groups with historical and/or current barriers to equity.
  12. Mutual selection of learner/educator relationships wherein the intrinsic dignity of each person is valued and respected. 
  13.  Implementation of criteria for vetting learning resources amongst educators and administrative teams; identify, select and utilize resources which:
    • Provide a diversity of perspectives, identity considerations, cultural practices, and belief systems
    • Incorporate First Peoples’ Principles of Learning
    • Promote reconciliation, allyship, diversity and anti-racism. 

What to do if you experience or you witness/hear that someone else has experienced an unsafe or threatening situation:

  1. If you are a learner, please talk to a parent, guardian or educator within the SelfDesign Learning Community (your learning consultant or learning specialist) or the principal (principal@selfdesign.org).
  2. If you are a parent/guardian, please talk to your child’s learning consultant or the principal (principal@selfdesign.org).
  3. If you are a SelfDesign contractor, please use support networks such as the Contact Assistance Team, Educator Assist and the principals team (principal@selfdesign.org). See also the Workplace Bullying and Harassment policy.

 

 

Change Log

  • Policy page updated August 22, 2022
  • Last reviewed/updated August 22, 2022